Standard: The student will listen actively to the ideas of others in order to acquire new knowledge.
Before the First Reading
We examined the cover of the book and the children noted the road, grass, jeep, sheep, etc. We took a picture walk before we read any of the text--we looked at the pictures (throughout the book) and discussed what they saw happening. Then we read through the book without interruption--except for the kids' pointing out the funny details like the pigs' tattoos, etc. :) Second Reading
We noted that "sheep" and "jeep" are special words -- they rhyme! I challenged the class to find the other rhyming words in the book as we read it this time. I followed up with the rhyme chart. (See more info under rhyming activities.) Subsequent Readings
We focused on rhymes for more than one day as we made a rhyme chart and sheep rhymes, so I stopped to let the kids fill in rhyming words as we read. After several readings, all I really had to do was point to the words and they read them. . Vocabulary: cheap, steep, steer
There was some vocabulary in the book my kids weren't familiar with. For example, we were able to discuss the meanings of cheap, steep, and steer (as in, the driver forgot to steer!) High Frequency Word: in
On the last day, we went through the book page by page to find the word "in." I only had 5-6 students come forward to point out the words. However, I didn't follow up with anything for the whole class, so most of them don't recognize that word. Next time, to give them independent practice, I could copy parts of the text (onto sentence strips or into a kid-sized book, etc.) and have the kids highlight "in." They could also find the word in magazines, etc. Make a Rhyme Chart
I wrote the word "sheep" and drew a picture of a sheep. The class volunteered words to add to the chart that rhyme with sheep. I separated "eap" words by writing them in a different column. After writing with the class, each student chose "eep, eap" words to copy on their sheep paper. We had several so they just chose the ones they wanted, but most wanted to write them all. They then read me each word, as we looked at the beginning sound to help figure it out. Independent Student Work http://www.readwritethink.org/files/resources/interactives/construct/
Standard: The student will listen actively to the ideas of others in order to acquire new knowledge.
Before the First Reading
We examined the cover of the book and the children noted the road, grass, jeep, sheep, etc. We took a picture walk before we read any of the text--we looked at the pictures (throughout the book) and discussed what they saw happening. Then we read through the book without interruption--except for the kids' pointing out the funny details like the pigs' tattoos, etc. :)
Second Reading
We noted that "sheep" and "jeep" are special words -- they rhyme! I challenged the class to find the other rhyming words in the book as we read it this time. I followed up with the rhyme chart. (See more info under rhyming activities.)
Subsequent Readings
We focused on rhymes for more than one day as we made a rhyme chart and sheep rhymes, so I stopped to let the kids fill in rhyming words as we read. After several readings, all I really had to do was point to the words and they read them. .
Vocabulary: cheap, steep, steer
There was some vocabulary in the book my kids weren't familiar with. For example, we were able to discuss the meanings of cheap, steep, and steer (as in, the driver forgot to steer!)
High Frequency Word: in
On the last day, we went through the book page by page to find the word "in." I only had 5-6 students come forward to point out the words. However, I didn't follow up with anything for the whole class, so most of them don't recognize that word. Next time, to give them independent practice, I could copy parts of the text (onto sentence strips or into a kid-sized book, etc.) and have the kids highlight "in." They could also find the word in magazines, etc.
Make a Rhyme Chart
I wrote the word "sheep" and drew a picture of a sheep. The class volunteered words to add to the chart that rhyme with sheep. I separated "eap" words by writing them in a different column. After writing with the class, each student chose "eep, eap" words to copy on their sheep paper. We had several so they just chose the ones they wanted, but most wanted to write them all. They then read me each word, as we looked at the beginning sound to help figure it out.
Independent Student Work
http://www.readwritethink.org/files/resources/interactives/construct/
http://www.readwritethink.org/files/resources/interactives/wordfamily/
Assessment
Students have to pick 20 items inside and outside and write the word and the word that rhymes with it.